Teacher Candidate(s): Christian Mangerian School: Victor Date: 9/8-9/2022

Intermediate School
Grade: 4, 5, 6
Unit/Activity: Soccer
# in class: 20
Central Focus (entire lesson segment):
Students will develop their dribbling skills by focusing on ball and body control when the ball is at their feet.
Lesson Focus:

Lesson Plani National Outcomes (Code + Text):

1 of 6 NYS/National Dribbles with the feet in general space with control of ball and body while increasing and decreasing speed (S1.E18.4)
Standards
Dribbles in general space with changes in direction and speed (S2.E1.4)
NYS Outcomes (Code + Text):
Demonstrates a mature combination of locomotor, non- locomotor, and manipulative skills in a variety of physical
activities. (NY .S1.1.5)
Demonstrates maturing movement concepts, locomotor and/or manipulative skills in a variety of physical activities.
(NY .S2.1.5)
Objectives
Assessment Tool Length of class: 40 mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor In all activities, students will demonstrate control of ball and body Command
1/1 Observation Practice
Domain when dribbling within the activity area boundaries Reciprocal
Self-Check
Affective Throughout the lesson, students will exhibit personal responsibility Inclusion
4/4 CFU
Domain during the games Discovery
Problem Solving
At the end of class, students will recall different dribbling cues that Cooperative
2/2 were developed in each activity by naming at least 2 focused on in Stations
Cognitive Jig-Saw
scramble CFU
Domain
List of
Academic Dribble, General Space, Open Space, Ball Control, Body Control
Language Used
Fitness Objective Students will increase their heart rate to a moderate to vigorous Equipment:
Health/Skill 3/3 8 large cones
PM/Cogn heart rate zone. 8 small cones
25 soccer balls
Common Core CC Standard 15 hula hoops
Standards

During the lesson, students will make sure to have their eyes up and References(e.g. Book, course packet, pg #, complete web address URL):
Safety Statement / https://openphysed.org/curriculum_resources/soccer-skills
look ahead of them during all dribbling activities

New York State Standards (2020) – Click the link to find the outcomes under each standard National Standards – The physically literate individual:
1. Demonstrates competency in a variety of motor skills and movement patterns.
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns. 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
Standard 2: Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. and performance.
Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
Standard 4: Exhibits responsible personal and social behavior that respects self and others. level of physical activity and fitness.
Standard 5: Recognizes the value of physical activity for overall wellness, enjoyment, challenge, and/or self-expression. 4. Exhibits responsible personal and social behavior that respects self and others.
Standard 6: Recognizes career opportunities and manages personal and community resources related to physical activity and fitness to achieve and maintain overall 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
wellness. expression, and/or social interaction.

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives
Students will partner up and play a game of hula hoop tag. They will start by playing rock, paper, scissors and the winner will have to
Instant Activity 5 min Squad spots try avoid getting tagged by their partner. The tagger can’t cross or go over the hula hoop in anyway. Once they take it restarts the
game and they play another game of rock, paper, scissors.

Transition
Introduction, Intro- Hello everyone, my name is Mr. Mangerian and today will be the first day of our soccer unit. We will start by focusing on
Signal for working on dribbling.
Attention, 5 min Squad spots SFA- Stop, drop, and listen
Hook, Hook- The more you work on your dribbling the better you will be when you try to do cool moves and makes them easier as well
Expectations Expectations- I expect everyone to watch out for each other and when we are in an activity to take part by following the rules
Transition Teachers/class will walk outside to the soccer fields together and students will stand along the sideline.

Fitness Activity

Transition

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
Learning Tasks Cues (Refinements) – Variations / Modification –
Adaptations,
a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it
Assessments, Reminders
questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and abilities
CFU, Academic Language,
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. of the students (lower and higher skilled students).
Alignment to objectives
partner 10 times. E.g. Eyes at target
a. There will be a demo of expected dribbling mechanics for the students. The demo will consist of showing the students an
dribble with cues of eyes up, foot taps, For this activity student will each have a ball they will be dribbling in general Safety/Reminders:
space. On the start signal, they will begin dribbling to open space. When you hear “scramble” they will stop their ball and  Keep your eyes up
5 min Task #1 leave it where it is. They will then move to find a new one and continue dribbling to open space. They will be given a time
of 3 seconds to find that new ball and start dribbling again.
 Don’t go too fast for
yourself
Body of Lesson
b. Students will develop their dribbling skills and 1. eyes up Easier – Make a larger space to dribble in or
(Lesson Focus) < S S S. S. >
learn to dribble in general space and be focusing 2. inside/ outside taps decease number of students in activity at a time CFU- what is the word that means
S. S. S. SS S.
on keeping their eyes up and controlling their body 3. to find a new ball?
S S S S S. S S S S
and their ball in space. Harder - Add a home base, increase speeds of AL- General space and ball control
<. S S S >
dribbling
Students will stop where they are, drop to a knee, and listen the new instructions where they are
Transition
a. Similar to the first activity students will be dribbling in open space, this time though there will be 3 sharks that will be trying to tap Safety/Reminders:
5 min Task #2 your ball out of bounds. If your ball is tapped out before you can turn into the shark you must introduce yourself to the teacher.  Keep your eyes up
Once you have done that they will go back into play and be the shark and can’t tap the ball out of the person who go them out. Don’t go too fast for yourself
< S S S. S. > b. Students will develop their dribbling skills and 1. eyes up Easier – Lower number of sharks Make a larger CFU- What do we do after our ball
S. S. S. SS S. learn to dribble in open space and be focusing on 2. inside/ outside taps space to dribble in or decease number of students is knocked out?
S S S S S. S S S S keeping their eyes up to look out for the sharks and 3. Control speed in activity at a time AL- Open space and dribble
<. S S S > try avoiding them.
 Harder – Increase number of sharks, increase
speeds of dribbling
Students will stop where they are, drop to a knee, and listen the new instructions where they are and I will call over select students to
Transition randomly place a cone in the grid
a. We will have 4 cops and everyone else is a robber who will have balls. Robbers will dribble around the grid and try to Safety/Reminders:
knock over the banks (cones) by passing or dribbling though a cone with a ball at a cone and knocking it over. Cops run  When kicking the ball at
around and try to stand cones back up (before money falls out). The bank robbers aren’t allowed to knock over the same the cone don’t hit it as
“bank” more than once in a row. hard as you can
10 min Task #3  Watch out for others
after someone picks up
a cone or knocks a cone
down

< S S S. S. > b. Students will work on change in direction and 1. eyes up Easier – Lower number of cops or size of cones
CFU- How do we knock over a
S. >. S. S>S S. speed to work together to knock over all cones or 2. inside/ outside taps
bank?
S S S > S S> S S keep them up depending on which team they are 3. Control speed Harder – Increase number of cops or banks
AL- Dribble
<. S S S > on
Students will stop where they are, drop to a knee, and listen the new instructions where they are. I will explain the next activity and
Transition
they will group together and take a cone from inside the grid and bring it to the perimeter of the grid.
a. Teams of 3 or 4 players will be made and they will work to try to and gather as many balls from the middle as possible and
dribble them back into their home base. The teammates will work together decide who will go and dribble a ball back and Safety/Reminders:
Backup Task #4 who will defend. Teams will be allowed to take balls from the other teams and protect their own base. At the end we will  Keep your eyes up
count up which team has the most balls remaining. Don’t go too fast for yourself

b. Students will practice their dribbling with 1. eyes up Easier – remove stealing balls from other teams or
< SSS SSS >
change of speed while watching for defenders 2. inside/ outside taps distance to base CFU- What ways are we allowed to
> SSS SSS>
around them. It also allows for all players to get a 3. Control speed get a ball?
<SSS SSS>
high number of touches on the ball. Harder – There must be a pass with a teammate AL- Body control
<. SSS SSS >
before bringing the ball to your base.
Students will stop where they are, drop to a knee, and listen the new instructions where they are. Everyone will move to the sideline
Transition
nearest to the school and we will debrief the lesson and closure.
a.
Task #5
b. 1. Easier –
2.
3. Harder -
Transition
Students will sit with their teams and I will discuss areas around victor or local opportunities for students to take part in soccer both
competitivity and recreationally. I will also mention upcoming home games and their dates for boys/girls varsity soccer games. There
are also other local opportunities for you to play on a team with the Victor Soccer Club competitively or recreational. You could also
Lesson Closure,
Sat with their find soccer fields at many parks around here or even in a backyard.
Hook to Next 5 min
teams
Lesson
Upcoming games:
Boys: 9/15 at 7pm
Girls: 9/8 at 6:30pm
Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:

(Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports
 Lesson Plan Instructions – Delete After Planning
Section 1: Contextual Information

Lesson Plan Component Directions Course/s

Lesson plan # Indicate the # in the lesson sequence or unit EDU 255
Teacher Candidate/s Write name of teacher(s) EDU 255
School SUNY Cortland or the school where lesson is taught EDU 255
Unit/Activity List the unit or activity EDU 255
Central Focus: A statement that captures or summarizes the overarching learning outcomes associated with content standards and
learning objectives. It may not be as broad or comprehensive as a central focus used in a longer unit of instruction, but it should
Central Focus EDU 255
represent a focus beyond facts and skills. For example, the central focus for a physical education learning segment might be
executing basic basketball skills in a small-sided game.
More specific than the central focus as in what is being taught today and what are the national outcomes that are being addressed?
Lesson Focus & EDU 255
List the national outcomes (words and #) and in section 2 of the lesson, be sure to indicate where you will meet these outcomes
National Outcomes EDU 355
e.g. S1.E13.1: Throws underhand, demonstrating two of the five critical elements of a mature pattern.
Date Date or anticipated date the lesson is expected to be taught. EDU 255
Grade Indicate the grade level of the lesson. This may be a range for secondary. For example, Grades: 7th-8th. EDU 255
# in Class Number of students in the class or give a range (15-20 students). EDU 255
Length of class Total duration of the lesson. EDU 255
Indicate the NYS and the National Standards & outcomes which align with the lesson. NYS standards were modified in 2020.
NYS/National Standards Standard 1-5 for NYS and National are the same. Standard 6 is added for NYS. NYS and National standards have different EDU 255
outcomes.
PED 201 writes objectives as proposed goals. Include a situation, task, and criterion in each objective in this format:
PED 201
Objectives i.e.- SITUATION- TASK (in bold); CRITERIA (underlined). The criteria must be measurable, observable and specific.
PED 434
Affective and Fitness objectives should be THEMED based
Identify a formal or informal assessment tool for each objective. The tool must match the corresponding objective criteria. Formal
PED 434
Assessment tool assessment tool examples include: written quiz, rubric, rating scale, checklist, self-report, journal, etc. Examples of informal
EDU 255
procedures include teacher observation and CFUs. Indicate the assessment tool in the right hand column on pg. 2-3.
Teaching Styles Bold the styles used in the lesson EDU
255/355
Academic Language A list which includes the “Language of the activity/discipline”. – could include vocabulary, symbols, concepts, cues such as: “drop
EDU 255
shot”, a referee’s ‘T’ for time-out, F.I.T.T., “step w/ opposition”. The students are expected to use these terms within the lesson.
EDU 355
EDU 355 uses academic language at a higher level and goes beyond vocabulary. AL is indicated in the right column on pg. 2-3.
Common Core Standards Identify the CC standard the lesson will support. Copy from the CC website. Physical Education supports Literacy/Language Arts in
the CC. Go to: http://www.corestandards.org/ELA-Literacy/CCRA/L/  
Click on reading, writing, speaking standards and the grade on the right and find the corresponding standard - copy # and text 
EDU 355
**Connect the CC standard with your academic language task**
e.g. Grade 3 comprehension: CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light of the
discussion.
Equipment List all the equipment and number used in the lesson. PED 201
EDU 255
Safety Statement Brief statement or statement in form of a quote/script. Also indicate in the right column on pg. 2-3 PED 201
EDU 255
References Full internet URL; APA format on books w/ page #, references are proof of standard practice such as: EDU 255

Lesson Plan Component
Column: time
Column: organization
Column: adaptations,
assessments, reminders,
CFUs Academic Language
Alignment
Instant Activity
Transition
Introduction
Fitness Activity
Body of Lesson
 Tasks
 Cues
 Variations
Lesson closure
Evaluation of lesson
 Pre-planning
 Post-planning
 Teacher reflection
notes
 Malmberg, E. (2003). Kidnastics: a teacher-centered approach to teaching gymnastics. Champaign, IL: Human Kinetics.
(pp.33-35)
 Internet site- use the FULL url!!! Like this: http://www.exrx.net/Articulations/Shoulder.html#anchor102874
Section 2: Lesson Activities
Directions Course/s
Provide a range of estimated time for each task presented EDU 255
A “map” of S and T placement, if space is limited, attach supplement EDU 255
Explain the protocol (management of students, equipment, time and space) used in each assessment. Describe CFU procedures; write EDU 255
out specific questions.
PED 434
Show the alignment between task, objective and assessment.
PED 356
If you have a specific focus student or student that needs individual adaptations, you can write it in here as well.
Plan and describe a task that students will participate in upon arriving to the learning environment. May be used as a 5 minute fitness EDU 255
or warm-up activity
Explain how the students will move from one space to another. Example: When I say “go”, when the music stops, when you hear the EDU 255
signal for attention…Place the equipment in the hula-hoop/ basket and meet in the circle.
Transcribe an introduction to the day’s lesson. Make sure to provide a set induction, outline, and introduce academic language. EDU 255
Hook
Signal for Attention
Overview/Expectations
Address any objectives/assessments you will expect your students to accomplish – be explicit!
Every lesson should come with an activity where fitness is EXPLICITLY taught. Explain the fitness activity here and be sure it is EDU 255
aligned to your fitness objective. PED 382
Include the full (words and #) National Outcome! EDU 355
Describe the task with enough detail so someone else could teach it.
In the first row of the task (a), explain how you will get the students engaged in the activity (through questions, or demonstration?). EDU 255
In the second row (b) you will describe the task in detail.
List cues used for the task. PED 434
EDU 255
Add modifications to make the tasks easier and harder according to the skill level of the students. (use GLSP)…(examples: change PED 434
the time, distance, challenges, 3 of people, etc.). EDU 255
Review lesson; check for understanding, hook to the next lesson. EDU 255
Name of school, date and grade (PED 201).
PED 201
Knowledge of students, community, personal assets/characteristics. What do the students know and what can they do before the
EDU 255
lesson. Include info about pre-assessment. Include a summary of previous instruction in the activity or related activities. Describe the
PED 434
present level of performance if known.
Analysis of student performance. What did the students learn in this lesson? Explain what your observations were or what your EDU 255
assessments tell you. PED 434
From the data and post planning, what can you do as the teacher moving forward to the next lesson? Teacher reflection includes
what worked, what didn’t, why, and what to change. EDU 255
 PED 434
Instructional supports Attach copies of the assessment tools, recording forms, cue cards, station cards, etc. Be sure to list and number. Remember to PED 434
include language cards you will use within your lesson. EDU 355
i
Lesson plan updated August 14, 2020 – Dr. Baert